Effects of Guided Writing Strategies on Students' Writing Attitudes Based on Media Richness Theory

Y

17

Foreign Countries; Writing Attitudes; Writing Strategies; Writing Instruction; Anxiety; Student Attitudes; Student Motivation; Grade 6; Printed Materials; Multimedia Materials; Educational Technology; Web Based Instruction; Instructional Design; Instructional Effectiveness; Interviews; Questionnaires; Student Surveys; Statistical Analysis; Comparative Analysis; Predictor Variables; Educational Theories

1303-6521

The purpose of this paper is to develop different guided writing strategies based on media richness theory and further evaluate the effects of these writing strategies on younger students' writing attitudes in terms of motivation, enjoyment and anxiety. A total of 66 sixth-grade elementary students with an average age of twelve were invited to join the experiment for a period of twelve weeks. A repeated-measure one-way ANOVA analysis was utilized to examine the differences among the three strategies including a rich media guided writing strategy, lean media guided writing strategy, and pen-and-paper guided writing strategy. The findings of this study showed the rich media guided writing strategy had higher significant differences than the pen-and-paper guided writing strategy in terms of writing attitudes toward motivation, enjoyment and anxiety. However, there were no significant differences between the rich media guided writing strategy and lean media guided writing strategy in terms of motivation and anxiety. The findings imply that providing a web-based learning environment with high richness media could guide students to write and achieve more positive writing attitudes in terms of motivation, enjoyment and anxiety. (Contains 5 figures and 5 tables.)

As Provided

59

2011

EJ946620